Efnisyfirlit

• Coverpage
• Titlepage
• Copyright
• Contents
• Acknowledgements
• Introduction
• Section 1: Getting Started
• 1. The New Arrival
• • Introduction
• • Who Are The New Immigrants?
• • Why Do They Come?
• • How Do They Come?
• • The Immigrant Experience
• • Learning a New Language at and for School
• • Academic Performance
• • Conclusion
• • Sources and Resources
• 2. First Days and Beyond
• • Introduction
• • First Impressions
• • Initial Assessment
• • Getting Started: Orientation to the School
• • Supplementary Programmes and Services
• • Developing Good Relationships with Parents and Community
• • Conclusion
• • Sources and Resources
• Section 2: Planning: A Whole-School Approach
• 3. Linguistic and Academic Support for Newcomers and Language Learners
• • Introduction
• • The Challenge of Learning a New Language for School
• • Teaching the Language of Instruction
• • Filling the Gaps: Literacy Development and Academic Support for Under-Schooled Newcomers
• • Community Languages
• • Third and Fourth Languages
• • Conclusion
• • Sources and Resources
• 4. Differentiated Instruction and Assessment for Newcomers and Language Learners
• • Introduction
• • A Continuum of Language Learning
• • Scaffolding in the Quadrants: A Framework for Instruction and Assessment
• • Assessment and Evaluation with Second Language Learners
• • In Summary
• • Sources and Resources
• 5. Planning Ahead
• • Introduction
• • Academic Performance of Immigrant Children and Language Learners
• • What Does It All Mean? Key Policy Implications
• • An Action Plan for Schools and School Districts
• • Conclusion
• • Sources and Resources
• Section 3: In the Classroom
• 6. An Inclusive Learning Environment
• • Introduction
• • Welcome to the Class!
• • Intercultural Projects
• • Diversity in the Curriculum
• • Teaching to Reach Every Student
• • Conclusion
• • Sources and Resources
• 7. Making Space for Community Languages
• • Introduction
• • Linguistic Diversity as an Asset
• • A Multilingual School Environment
• • A Multilingual Classroom Environment
• • Conclusion
• • Sources and Resources
• 8. Oral Language in Every Classroom
• • Introduction
• • The Importance of Oral Interaction in Every Classroom
• • Scaffolding for Comprehension
• • Scaffolding for Production
• • Scaffolding for Interaction
• • Conclusion
• • Sources and Resources
• 9. Reading and Writing in Every Classroom
• • Introduction
• • A Scaffolding Approach to Literacy Instruction
• • For Young Children and Beginners
• • Intensive Reading: Helping Students with Challenging Text
• • Writing Scaffolds: Helping Students to Produce Written Text
• • Conclusion
• • Sources and Resources
• 10. Vocabulary Instruction in Every Classroom
• • Introduction
• • The Challenge: So Many Words!
• • Practical Approaches to Vocabulary Development
• • Assessment of Vocabulary Development
• • In Summary
• • Sources and Resources
• Afterword
• Index